What Grades Don't Tell Us: A Mixed Methods Study Exploring Interventions in College Chemistry

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 4
  In Roundtable Session: Evaluation and Learning in STEM Education  and Beyond (Table 5)

Abstract

At a Hispanic Serving Institution (HSI) in the Southwest United States, researchers conduct a multi-year study aimed at reducing DFW rates from a General Chemistry class. Interventions of active learning and diversity-focused learning yielded a decrease from the course’s historic DFW rate of 35% to 11%, 8%, and 6% in the first three semesters of the study. A mixed-methods evaluation of the interventions resulted in findings that students perceive a disconnect between their home identity, personal identity, and their science identity. Yet, a combination of the interventions, a classroom environment conducive to peer learning, and access to instructors contribute to students’ self-efficacy. In addressing high DFW courses, researchers conclude that grades are not the only measure of success.

Authors

• Maryanne Long, University of Texas - El Paso

• Paulette Vincent-Ruz, New Mexico State University

• Amanda Peel, New Mexico State University